be a scientist notebook - s3.amazonaws.com · grade 3 be a scientist notebook student journal grade...

Be a Scientist Notebook Using this book you will learn to:

• be CURIOUS and ASK QUESTIONS

• develop HYPOTHESES

• conduct scientific INVESTIGATIONS

• COLLECT DATA

• RECORD your observations

• SOLVE REAL-WORLD PROBLEMS

• answer BIG QUESTIONS

• BE A SCIENTIST!

• BE AN ENGINEER! connectED.mcgraw-hill.com

PHOTOS: (f)Photo by Cathy Scola/Moment Open/Getty Images; (b)Antagain/E+/Getty Images

ILLUSTRATIONS: Salvador Ramirez Madriz

Grade 3

Be a Scientist NotebookStudent Journal

Grade 3

Be a S

cientist Notebook

Name Date MODULE OPENER

Science in Our WorldSusie's school is getting a new playground. Each class was asked to think about how they would like it to look. Susie's dad, an architect, suggested that they make drawings to show how big they want the structures to be and where they could go. Look at the photo of the playground. What questions do you have? What movement do you see? How could these questions help you design a playground?

Key Vocabulary

accelerate

distance

friction

speed

balanced forces

energy

motion

unbalanced force

direction

force

position

work

Look and listen for these words as you learn about motion and forces.

Motion and Forces

Program: Inspire Science Component: BaSNPDF_Pass

Vendor: SPi-Global Grade: 3

2 Module Opener Motion and Forces

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Online Content at connectED.mcgraw-hill.com

Name Date MODULE OPENER

SAMArchitectural Drafter

How can I use what I know about force

and motion to plan a playground?

STEM Career ConnectionArchitectural Drafter

Being an architectural drafter means I am designing all the time. I typically begin with a rough sketch. I will meet with an architect—someone who designs the plans for homes, buildings, or structures—and get an idea of what is needed. This might mean that I have to make detailed plans, use calculations for measurements, or suggest a few different ideas for the architect and client to get the final results they want.

After I make my rough sketch, I will meet with the architect and builder to get their opinions. Once we have met, I take their ideas and continue to improve the design until everybody is satisfied with the drawing. At that point, the “rough draft” has become a blueprint for when construction and building begins.

Science and Engineering Practices

I will plan and carry out investigations.

Why do you think Susie's dad suggested that the class create drawings for the playground design?



Module Opener Motion and Forces 3

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Name Date ASSESS LESSON READINESS

Explain your answer. How did you figure out how far the snail moved?

How Far Did the Snail Travel?PAGE KEELEYSCIENCEPROBES

Motion

Lupina wondered how far a snail travels in one minute. She placed a snail along a measuring tape as shown in the 1st picture. After one minute, the snail was at the position shown in the 2nd picture. How far did the snail travel?

A. 7 centimeters

B. 6 centimeters

C. 5 centimeters

D. 4 centimeters

4 Module Motion and Forces



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Name Date ENGAGE

STEM Career ConnectionStatistician

Collecting data is what I do. Well, it isn’t all I do, but it is a huge part of my job. Usually I think about what data or information is needed to solve problems. Then, I figure out how to get that information. Sometimes it is through quick observation. Often I keep track of things over a period of time and see how the numbers change. Once I’ve collected the data—measurements, scores, or growth figures—I analyze it.

To analyze data means to compare or interpret it. If I keep statistics about a sport, like basketball, I list the baskets that are made by players! Then I analyze the numbers. I could figure how many 3-point shots you made compared to how many you attempted.

Read about a statistician and answer the questions on the next page.

Statisticians use measurements to keep track of information.

Science in Our World Watch the video of the boy playing basketball. Observe

what is moving. What questions do you have?

CJStatistician

Lesson 1 Motion 5



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Name Date ENGAGE


I will plan and carry out investigations.

1. What does a statistician do after collecting data?

2. Why do you think it is important to interpret the data?

Essential Question How can you tell whether something is moving?

Like a statistician, you will collect data as you

plan and carry out an investigation.




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Name Date EXPLORE

Materials

A classroom object

Inquiry Activity An Object’s Position

Can you find an object?

Make a Prediction What words will be used to describe the position of an object?

Carry Out an Investigation 1 With a partner, select an object in your classroom.

2 Choose a starting point in the classroom.

3 Write detailed instructions on how to locate the object. Do not identify the object in the description.

4 Trade instructions with a classmate. Observe how your classmate finds the object.

5 Record Data Collect your classmates' responses.

What was the object? Were the directions clear to follow?

Lesson 1 Motion 7



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Name Date EXPLORE

6 Analyze Data Ask your classmate to circle the words in your instructions that best helped them find your object.

Communicate Information1. Compare the words that your classmate circled to

your prediction. Did your results match your prediction? Explain.

2. What could you do to make your instructions better?

3. Construct an Explanation How did watching your classmate help you decide how to improve your instructions?




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Name Date EXPLAIN

position

motion

distance

speed

direction

Use these words when explaining motion and forces.

Obtain and Communicate Information

Vocabulary

Position

Read pages 220–221 in the Science Handbook. Answer the following questions after you have finished reading.

1. What words describe position?

2. How could you find the distance from your desk to the door?

3. Look at page 221. Describe the position of the smaller bear, using distance and direction.

Lesson 1 Motion 9



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Name Date EXPLAIN

Motion Read pages 222–223 in the Science Handbook. Answer

the following question after you have finished reading.

6. How does a straight motion differ from a zigzag motion?

Things Move Watch Things Move on different types of motion.

Answer the questions after you have finished watching.

4. What is motion?

5. Using your vocabulary words, describe how the girls or boys changed position.




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Name Date EXPLAIN

Inquiry Activity Measure an Object’s Speed

You will learn how to determine the speed of a wind-up toy.

Make a Prediction How fast will the wind-up toy move?

Carry Out an Investigation 1 Lay a meterstick flat on the ground.

2 One partner winds up the toy. Make sure to wind it completely! Place the toy at 0 cm. Do not let go until the other partner says, “Go!”

3 The other partner will use a stopwatch. On “Go!” start the stopwatch and proceed for 30 seconds.

4 Measure the distance the toy traveled. Repeat steps 2–4 for three trials.

5 Record Data Write the distance the toy traveled each trial. Double the number to find how far it would travel in 60 seconds (1 minute). Find the speed by dividing the distance by the time.

Materials

meterstick

wind-up toy

stopwatch

graph paper

colored pencils

Distance Traveled in 30

seconds

Distance Traveled in 1

minute

Speed Distance/Time (cm/minute)

Trial 1 cm cm

Trial 2 cm cm

Trial 3 cm cm

Lesson 1 Motion 11



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Name Date EXPLAIN

6 Analyze Data Using the data collected, create a bar graph on a separate sheet of paper. Show the distance the toy traveled during each trial.

Communicate Information 7. Construct an Explanation Why is it important to

do more than one trial?

Measuring Motion Read pages 224–225 in the Science Handbook. Answer

the following questions after you have finished reading.

8. List the ways motion is described.

9. Review the data you collected for Measure an Object's Speed. Use what you read about predicting motion.What would most likely happen in a fourth trial.?

Glu

e yo

ur g

raph

here

.




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Name Date EXPLAIN

Cut out the Notebook Foldables tabs given to you by your teacher. Glue the anchor tabs as shown below. Use what you have learned to describe the movement of the ball using your vocabulary words.

M1_F1_001A_136947

M1_F1_002A_136947

Glu

e anc

hor

tab h

ere

Lesson 1 Motion 13

Program: Inspire Science Component: BaSNPDF_2nd


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Name Date EXPLAIN


Think about what you learned about motion. Tell how you can plan and carry out an investigation about motion by completing the “I can . . .” statement below.

Measure an Object’s Speed10. Revisit the Measure an Object's Speed activity on

page 11. Draw and label a diagram of your setup. Use lesson vocabulary to label what you observed and measured.

11. How does your diagram show motion?

I can

Use examples from the lesson to explain

what you can do!




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Name Date ELABORATE

Research, Investigate, and Communicate Moving Through Time

Read Moving Through Time on how motion has affected transportation. Answer the following questions after you have finished reading.

1. Why were horses a good choice for travel?

2. How did cars compare to horses?

3. What is the predictable motion of a wheel? How did the predictable motion of wheels enhance transportation?

Lesson 1 Motion 15



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Name Date EVALUATE

Performance Task Motion Models

You will build two models to show patterns of motion. Think about the vocabulary words you have learned in this lesson as you build your models.

Make a Model 1 Look at the photos on page 223 in the Science

Handbook.

2 Choose two different patterns of motion to model using classroom items.

3 Make a list of classroom items you will use to make your models.

Like a statistician, observe your model. What data could you collect?

Materials

Science Handbook

various classroom items




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Name Date EVALUATE

4 Draw your models of the two different patterns of motion below. Label each motion you are modeling.

Lesson 1 Motion 17



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Name Date EVALUATE

Crosscutting Concepts Patterns

1. Describe a pattern that one of your models shows.

2. Describe how you used a model to show motion. Use your vocabulary words.

3. Pick one of the models. What do you predict about the future motion of that model?




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Name Date EVALUATE

I did


Review the “I can . . .” statement you wrote earlier in the lesson. Explain what you have accomplished in this lesson by completing the “I did . . .” statement.

Essential Question How can you tell whether something is moving?

Think about the video of the boy playing basketball at the beginning of the lesson. Describe the various types of motion that you see in the video.

Now that you’re done with the lesson, share

what you did?

Lesson 1 Motion 19



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be a scientist notebook - s3.amazonaws.com · grade 3 be a scientist notebook student journal grade...

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